本サイト 一橋大学機関リポジトリ(HERMES-IR)

第6巻

 木下 江美 Emi Kinoshita
ドイツの生活誌研究にみる人間形成への関心――教育研究における質的方法論の展開に着目して――
Bildung in German Biographical Studies: New Research Perspectives Focusing on Methodological Development in Educational Studies
2014年10月 発行

[ 要旨 ]

 教育の領域で人間形成のありようを論じるにあたり、研究枠組みの再編が試みられるとともに、質的研究方法への関心が高まってきた。また、教授や学習に主要な関心を寄せる教育研究においても、質的方法は近年ますます活発に議論されている。しかし、両者の議論を橋渡しする作業はこれまでのところなされていない。本稿では、教育の領域で論じられてきたライフの経験をあつかう研究(ライフヒストリー研究や生活誌研究)に焦点を当て、この方法が人間形成をとらえる視座に働きかける構造や方法論を考察する。
 そのため、人間形成を論じるために教育研究のありかたを検討する作業と、質的研究の方法論の検討をつうじて人間形成という論点を精査する作業の両方に同時に取りくんだ事例として、ドイツの生活誌研究をとりあげる。ドイツでは教育研究のありかたをめぐる議論が1970年代にはじまり、同時に生活誌研究の内部でも教育研究の基礎概念を位置づけなおす作業がなされてきた。ここでは、人間形成のプロセスを語り手の体験に即して理解するという両者に共通の論点が確認された。さらに、質的研究という分野のなかった時期にすでに、生活誌に書かれる現実を主観的な人間形成プロセスの反映とみなす態度が、生活誌の構造や教育と形成という教育科学の構成概念の再検討のなかで論じられていた。
 ひとりだちの過程にある主体の主観を論じる生活誌が、教育の領域における人間形成の検討の対象資料・方法となるには、観察可能な現象を取りあつかってきた研究枠組みや構成概念の再編とともに、あらたな枠組みを支える緻密な調査技法も確立される。こういったドイツの事例からは、語る主体のおかれた社会的・歴史的背景をどのように理解し、叙述できるかという人間形成概念のもつ広さに応える方法論の展開が課題として提示される。


[ Abstract ]

 A qualitative research methodology can contribute to the understanding of human development over a lifetime (Bildung) as a holistic phenomenon and a lifelong process of self-formation, in contrast to the conventional interest of educational studies in teaching (as distinct from self-development) and/or modern education systems (as distinct from individual Bildung). Biography is an effective source and method from and through which to follow the changing process of the notion of Bildung in educational studies; however, the exact relations between biography and the character of educational studies remain to be explored. This paper argues that new research perspectives on Bildung have emerged as a result of the qualitative examination of biography.
 To reverse the lack of discussion in this area and to support the new insights biography provides for educational studies, this paper focuses on German biographical studies (Biographieforschung) which not only reconstruct the theoretical framework of educational studies but also establish methodological approaches like the narrative interview at the same time. Since the mid-1970s, when qualitative research experienced its 'renaissance' in sociology, it has also obtained great attention in German educational studies. Educational biographical studies have come to consider new themes, such as one's subjective Bildung and learning in contrast to teaching and educating as intentional acts of others. These challenges have clarified the notion of Bildung as a subjective process of human development incorporating the overcoming of negative experiences in one's life-course. To approach Bildung in this way, unique techniques and methods of interviewing and the interpretation of interview data have been developed.
 Since an early stage, biographical studies conducted within the field of German educational studies have suggested that we view biography as research material for the holistic analysis of lifelong human development. This was pointed out in the two earliest essays analysing written autobiographies from the perspective of educational studies: one in 1936 by Kurt Uhlig and one in 1962 by Jürgen Henningsen. These classic essays argued that researchers should interpret each autobiography by paying attention to the retrospective, subjective character of the author or storyteller, out of which the autobiography is constructed. Autobiographical description was understood by these authors as a reconstruction of one's subjective experiences, distinguished from objective report of past events. In Uhlig's essay, autobiography was introduced to German educational studies for the first time, as both research material and method; in Henningsen's essay in 1962, much more interest was paid to one's Bildung opposed to teaching. This tendency has led to a strand in today's German biographical studies. In this sense, central issues in educational studies, such as teaching, have tended to be replaced by Bildung since the introduction of biographical studies into educational studies in Germany.
 This paper concludes by arguing that it is intrinsic to biographical studies to consider core concepts of educational studies and studies on Bildung in the German research context. From the methodological development of this research field in this context, we see that biography contains and reflects the subjective process of human Bildung, the subjective character of which requires us to reconsider issues and concepts in educational studies as they have typically been represented.